KTIP Source of Evidence: Lesson Plan

Name: Sarah King Date of Lesson: November 29th-30th, 2018 School: Madison Central High School

Grade / Age: 11th grade, 16-17 years old Subject & Topic: English 11, Informative Writing

# of Students: ______32________ # IEP / 504 _____0_______ # G/T ______0_______ # ELL ______0________

Lesson Title / Topic: Presentation/Peer Evaluation

1. Context: Describe the Students for which this Lesson is Designed (1B)a;

The students in this class are from an urban, lower-socioeconomic area. Due to a school program, all students
qualify for free lunch but there are a few without the means for technology. When technology is required for
an assignment, class is held either in the library or chromebooks are made accessible for the whole classroom.
While there are no students with special needs accommodations, each student is leveled as low-performing.
Out of 32 juniors, 14 girls and 18 boys, every student is at around a ninth or tenth grade reading level. To
accommodate this, students are arranged by achievement level in groups of 4 and work frequently with those
in their group. Other accommodations are extended time to work, all instructions are written and said allowed,
and visual aids.

2. Learning Target(s)/Objectives (1A; 1C)

a. Previous lesson’s learning targets / objectives:

CCSS.ELA-LITERACY.W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for
conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12
here.)

Objectives:
• SWBAT: Develop and strengthen writing by revising
• SWBAT: Develop and strengthen writing by editing
• SWBAT: Develop and strengthen writing by rewriting

b. Current lesson’s learning targets / objectives:

CCSS.ELA-LITERACY.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.

CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such
that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to purpose, audience, and a range of
formal and informal tasks.

Objectives:
• SWBAT: Produce clear and coherent writing with appropriate development, organization, and
style.
 • SWBAT: Present information, findings, and supporting evidence with appropriate development,
organization, and style.

c. Next lesson’s learning targets / objectives:

n/a
3. Students’ Baseline Knowledge and Skills (1B; 1F)

The lesson will continue the students’ work in their writing unit. Previously, students have:
• Read Of Mice and Men by John Steinbeck and decided on an essay topic.
• Started prewriting by brainstorming possible writing points and areas of research
• Worked with both print and digital sources together research for their papers
• Learned how to incorporate evidence into their writing
• Revised their rough draft into the final draft and created an outline for presenting

This preassessment will be the portfolio of their work thus far, including:
• Completed free writes (3)
• Completed Brainstorming Practice + Writing Plan
• Source List
• Peer Reviewed Rough Draft + Rubrics
• Plan for Revising
• Final Draft

Formative Assessment (1F)

My formative assessments will be:

• Student’s facial expressions and body language (i.e. Are they engage and paying attention or confused and
checked out)
• Peer Presentation Evaluation
o Students will complete a peer presentation evaluation rubric for the three students at their table.
They will evaluate only their table rather than three random students or each students’
presentation so they can focus on the students’ development and organization.
• Exit-slip:
o Students will write a reflection about the process of writing, explaining:
▪ What they would do differently next time.
▪ What they would keep in their future writing.
▪ How they used the feedback from their peers.
o They will add this reflection and the peer presentation rubrics to their portfolios.

4. Resources (1D)

• Hardcopies of “Peer Presentation Rubric”:

Link for “Peer Presentation Rubric” organizer:
https://docs.google.com/document/d/1NQ3-7L1C6wNxNk0anXhqJllZ_tiv3P4lMzta_OWkNEs/edit?usp=sharing

5. Lesson Procedures (1E)

Describe the sequence in which the differentiated strategies/activities and/or assessments will be used to
engage your students and facilitate attainment of the lesson objective(s) and promote higher order thinking.
Within this sequence be sure to:
• Describe the differentiated strategies/activities and/or assessments designed to meet the
students’ needs, interests, and abilities.
 • identify the questions you will use to promote higher order thinking and understanding and encourage
discussion

Procedures: Accommodations / Adaptations

1.) Greeting/Set Up:
• I will begin by greeting the students at the door and in the I’m incorporating many different
classroom. types of learning into my lesson.
• I will have the student’s bellwork on the board. • Auditory/Visual: When I’m
• As a standard procedure, students will get their journals from going over the material.
the designated area and begin working on the bellwork. • Collaborative/Interpersonal:
students routinely check
2.) Lesson Objectives: My overall lesson objective is that the students back in with their peers
can present their ideas and collaborate with their peers. throughout the lesson to
collaborate and
3.) Practice/Feedback: communicate.
• Activity: • Intrapersonal: students also
o Students will present their papers in a short 3-minute have time to think at their
presentation. They can bring an outline to help center own pace and collect their
their thoughts while they are presenting. thoughts.
o Only the students at their table will review their
presentation. I will give every group the review There are accommodations
sheets before beginning class. incorporated into my lesson and
o Order of Presentation: I will make a list of classroom that can support all
presentations the class before. The major strategy students, such as:
will be to have one student go from each table before • Modeling
cycling back (so one student from table 1, then table • Prompting and Cueing
2, table 3, etc.). This way, the reviewers will have • Small Groups
time to finish their thoughts before moving on to the • Reader
next person at their table. • Paraphrasing

• Post assessment/Exit Slip: While there are no designated

o Students will write a reflection of the process of populations in my classroom, I have
writing this paper. They will put this reflection and organized the students into
their peer presentation rubrics in their portfolios and achievement groups that support
return them to me at the end of class. their learning.

Lesson Time: Approximately 55 minutes.

6. Watch For-------

Does the order of presentation benefit the flow of the lesson and allow for easy transitions?